Kids in Motion

Kids in Motion
Unique reference number (URN): 2693788
Address: 113, Hertford Road, London, N9 7EE
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/08/2022
Registers: EYR
Registered person: Kids in Motion Ltd
Inspection report: 10 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Expected standard
Achievement Expected standard
All children make progress from their starting points. They make good progress in their
language development, including children who are bilingual or who speak English as an
additional language. Babies develop early communication skills and confidence through
close interactions and sensory experiences. Older children communicate confidently and
show active listening skills. However, younger children do not always remain fully engaged
during these times and can miss opportunities to participate and benefit from the learning.
Children develop independence and the skills needed for their next stage of learning,
including school readiness, through activities and routines that promote cooperation, self-
care and confidence. Children are developing secure social and emotional skills. They can
follow instructions and remind one another of the rules. For example, they point out how
'good friends behave' by sharing resources or why they need to wear an apron while playing
with water.
Behaviour, attitudes and establishing routines Expected standard
Children behave well and generally show positive attitudes to learning. They are engaged,
curious and motivated to take part in most activities, although some group activities do not
always capture every child's attention for the full session. Predictable daily structures and
transitions between activities help children feel secure and understand expectations.
Children know routines well and respond positively to praise, reminders and hand signals.
Staff explain expectations calmly and reinforce safety and behaviour rules during play.
Children point at the 'Golden Rules' on display to remind each other how to behave.
Relationships are warm and respectful, and children approach adults confidently for support.
Children collaborate during imaginative play and demonstrate growing independence in
managing their behaviour. Children learn about the importance of recycling food packaging,
and staff teach them about its positive impact on the environment. They actively use the
available recycling bins and can identify which bins to use. This enables all children to care
for the environment and to recall what they have been taught.
Leaders and staff promote attendance effectively. This supports children to build good habits
for the future. Leaders and staff monitor attendance daily and promptly follow up absences
with phone calls to ensure children's safety.
Children's welfare and wellbeing Expected standard
Staff greet children in the morning with smiles and comfort them should they become upset.
Children form strong relationships with familiar adults. Strategies such as emotion zones
and small-group activities support self-regulation. Children show they feel secure, and they
understand and learn to manage their emotions well.

Staff provide effective care routines tailored to children's individual needs. Babies' sleeping,
feeding and hygiene routines are managed safely and consistently. Older children develop
independence by washing their hands, getting dressed independently, and pouring their own
drinks. These routines help children build confidence and self-care skills.
Staff make sure that children access the setting's garden daily and teach them that being
active is part of a healthy lifestyle. Leaders work with nutritionists to provide a healthy and
balanced diet for children. They thoroughly enjoy fruits and vegetables for snacks and
freshly prepared meals. Children learn to keep safe as staff consistently remind them of
safety rules during play, such as using tools appropriately and negotiating space carefully
when riding tricycles in the garden.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that prioritises physical development and considers the
needs of individual children. Babies develop their physical skills well, for example when staff
provide activities that involve stirring and grabbing objects from the water tray. Older children
enjoy energetic play, as they use ride-on toys and negotiate space with others in the
setting's garden. In addition, all children benefit from a variety of sport sessions led by
external teachers. These experiences support children to strengthen their physical and
coordination skills.
Staff know children well and identify any emerging needs and next steps through ongoing
observations. Additional funding is used effectively to support children's individual needs.
For example, they are currently providing further sport sessions and have purchased
additional sensory toys to enhance the provision and support children's self-regulation skills.
Staff foster children's personal, social and emotional development by encouraging turn-
taking, sharing and expressing feelings during group activities. This helps children to
increase their confidence and to build positive relationships with their peers.
Staff support children's communication and language development through storytelling,
modelling vocabulary and using descriptive language. For example, as babies explore
lemons and oranges, staff introduce words such as 'sour' and 'juicy', helping children to
make connections between words and experiences. When children mispronounce words,
staff model the correct pronunciation. However, children's interests are not always
successfully sustained during story times in the toddler room. This is because staff do not
always use a range of strategies to help children to actively engage with the story or
consider the physical environment well enough to limit distractions.
Staff adapt activities to ensure that all children can access the curriculum successfully. For
example, they use visual prompts and sensory resources to suit individual needs. Staff also
provide one-to-one support when required and work with parents and external professionals
to implement strategies that help children engage fully.
Staff encourage children to count objects, compare sizes and shapes during play, and
explore concepts such as 'more' or 'less' when filling containers with water. These
experiences help children to develop early numeracy and problem-solving skills.

Inclusion Expected standard
Leaders promote an inclusive environment where children's individual needs are understood
and valued. Comprehensive information is gathered from families during the settling-in
process, including children's home routines, interests and cultural backgrounds. Staff find
ways to develop familiarity for children who speak English as an additional language. Staff
take time to learn words and phrases of languages spoken in the home. This helps to
support children to foster a sense of belonging. Parents of children who speak English as an
additional language report positive communication and good progress in their children's
confidence and speech.
Leaders demonstrate secure knowledge of inclusive strategies and work collaboratively with
parents and external professionals when needed. They ensure that children with special
educational needs and/or disabilities are referred to relevant external services. This enables
all children to receive the support they need to make the progress they are capable of.
Additional funding is used effectively, ensuring support is well targeted and that resources
and experiences benefit individual children. For example, funds have been used to increase
opportunities for physical activity and to provide special outings, offering children
experiences they may not get elsewhere.
Leadership and governance Expected standard
Leaders demonstrate understanding of the setting's strengths and areas for development.
Since the last inspection, they have worked effectively to review practice and secure
improvements that have had a positive impact on outcomes for children. Leaders welcome
regular support from the early years local authority advisor, which has helped embed the
required changes. Staff feel their wellbeing is well considered and their workload is
manageable. They report that leaders are approachable and supportive and that they work
well together, feeling part of 'a little family'. They receive regular supervision sessions, and
leaders set targets to enhance staff knowledge and improve practice.
Leaders and staff build close, trusting relationships with families. Staff share information
through daily handovers, photos and observations, and through an online platform. Parents
comment positively about how staff meet their children's needs.

Inspector:
What it's like to be a child at this setting
Children are happy in this welcoming setting and enjoy exploring their surroundings. They
settle quickly and choose from a range of planned activities and available resources.
Children form warm relationships with staff and show secure attachment to their key person.
Staff take time to get to know each child from the start. They promptly identify when children
need emotional support and offer them comfort and reassurance. New babies receive lots of
cuddles and attention from their key person to help them settle. Children make friends and
play well together, showing imagination and sharing ideas. For instance, they are very busy
preparing breakfast and talking about how to 'crack eggs' in the kitchen corner. Staff are
positive role models and encourage children to be kind to one another. They offer lots of
praise and encouragement and celebrate children's efforts and achievements. This helps
build children's self-esteem and positive behaviour.
Staff meet children's emotional needs and adapt their teaching to their ages and stages of
development. Children engage in purposeful play throughout the day. For example, older
children create play dough hedgehogs, describing them as 'spiky' and 'bumpy', and count
how many spikes they added on their backs. Younger children explore textures as they paint
on tinfoil. Children demonstrate a positive attitude to learning as they work together to create
a pathway using textured mats. They listen to one another's ideas, negotiate where each
mat should be placed and take turns to position them. They test their path, counting the
mats needed and repositioning them to achieve a 'circle' shape. This promotes their
problem-solving and mathematics skills. Children, including those with barriers to learning,
are supported well to participate alongside their peers and make good progress in their
learning and development.
Next steps
Leaders should support staff in the toddler room to improve their storytelling strategies to
help children to become actively engaged with stories and maintain their attention.
About this inspection
The inspector spoke with leaders, staff, a special educational needs coordinator, children
and parents during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Damiana Cornacchia
About this setting
Unique reference number (URN): 2693788
Address:
113
Hertford Road
London
N9 7EE
Type: Childcare on non-domestic premises
Registration date: 24/08/2022
Registered person: Kids in Motion Ltd
Register(s): EYR
Operating hours:
Local authority: Enfield
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
30

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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